Using Technology to Benefit Students --The Illinois State Way--

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Using Technology to Benefit Students--The
Illinois State Way--

• 2nd Annual Conference on Teaching with Technology
• Illinois State University
• March 26, 2003

David G. Brown, Professor/VP/Dean/Former
Provost Wake Forest University http//www.wfu.edu/
brown brown_at_wfu.edu
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Outline of Remarks

• Todays passions re teaching and learning!
• What were doing at Wake Forest!
• 3. What about the future?
• 4. YOUR comments, reactions, questions

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How has the computer changed teaching and
learning?

• Its caused every teacher to
• rethink redesign.
• 2. By increasing student options, it has
  increased competition and compelled universities
  to pay more attention to the quality of teaching

Our profession has been changed forever!
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Reflections upon my State Farm Fellowship Venture
Looking back, I believe that a lot of time and
effort was wasted as a consequence of my not
understanding what changes I was making and why
I was making them. Cyndee Brown, March 26,
2003
so many optionsso little time
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Reasons 150 Professors Added Computer Enhancements

1. Communication-Interaction
2. Collaboration-Teams
3. Controversy-Debate
4. Customization-Diversity
5. Consultants-Adjuncts

www.ankerpub.com/books/brown.html
www.ablongman.com/professional/catalog/academic/pr
oduct/1,4096,0205355803,00.html
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A Ubiquitous Computing Environmentall teaching
proceeds on the assumption that all students and
faculty have as much access to the Internet as
they have to the library

• The curriculum is not dumbed down!

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Pop Quiz
Lets have a show of hands! Do you believe
at Illinois State Today that its realistic to
teach on the assumption that all students and
faculty have as much access to the Internet as
they have to the library?
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Examples from Illinois State

• Cyndee Brown
• Meredith Downes
• Jeff Courtright, Diane Clemens, Paul Brauchle,
  Jodi Hallsten
• Will Reger, Alan Lessoff, Monica Noraian, Silvana
  Siddalil
• Ryan Brown
• Ann Weber, Gary Weilbacher

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FIRST YEAR SEMINARThe Economists Way of
Thinking

• To understand a liberal arts education as an
  opportunity to study with professors who think by
  their own set of concepts
• To learn how to apply economic concepts
• To learn how to work collaboratively
• To learn computer skills
• To improve writing and speaking

Students 15 All Freshmen Required Course
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Browns First Year Seminar

• Before Class
• Students Find URLs Identify Criteria
• Interactive exercises
• Muddiest Point
• Lecture Notes
• E-mail dialogue
• Cybershows
• During Class
• One Minute Quiz
• Computer Tip Talk
• Class Polls
• Team Projects

• After Class
• Edit Drafts by Team
• Guest Editors
• Hyperlinks Pictures
• Access Previous Papers
• Other
• Daily Announcements
• Team Web Page
• Personal Web Pages
• Exams include Computer
• Portfolio
• Materials Forever

ICCEL -- Wake Forest University, 2003
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Consequences of the Ubiquitous Assumption for
Wake Forest

• SAT Scores Class Ranks Level
• Retention Grad Rates Up
• Satisfaction Learning Up
• Faculty Recruitment Success Up
• http//www.wfu.edu/administration/ir/docs/accmea.p
  df

ICCEL -- Wake Forest University, 2003
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Communication-Interaction
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Computers allow people----

• to belong to more communities
• to be more actively engaged in each community
• with more people
• over more miles
• for more months and years
• TO BE MORE COLLABORATIVE

Florida State FYS Reunion Band Dinner
ICCEL -- Wake Forest University, 2003
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Impact of the Plan for the Class of 2000, No. of
Items with Significant Differences in Wake
Forest Student Responses, CSEQ Questionnaire 2002
Survey versus 1998 Survey
Computer Usage..2002 wins 6-2 Information
Fluency....2002 wins 5-1 Integration of
Knowledge..2002 wins 3-0 Specific Knowledge
Skills.2002 wins 6-1 Interpersonal
Communication..2002 wins 8-0 Co-Curricular
Participation...2002 wins 5-0 Source Ross
Griffith, Wake Forest Univ. Institutional
Research Office. http//www.wfu.edu/administration
/ir/docs/CSEQComparison2002.pdf
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Integration of Knowledge Items

• Worked on project where you had to
• integrate ideas
• Putting ideas together, seeing relationships
• Developed role play, case study, simulation
• for class

Black 2002 significantly greater than 1998.
Italics Red 1998 significantly greater than 2002
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Specific Knowledge Skills

• Acquired job-related knowledge/skills
• Seeing the importance of history
• Write clearly and effectively
• Developing own values ethical standards
• Acquired specialization for further education
• Broadening acquaintance with enjoyment
• of literature
• Memorized formulas, definitions, technical terms

Black 2002 significantly greater than 1998.
Italics Red 1998 significantly greater than 2002
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Interpersonal Communication

• Met with faculty to discuss group activities
• Talked with instructor re info related to course
• Discussed project ideas with a faculty member
• Held conversation about the economy
• Conversation about international relations
• Conversation about current events in the news
• Conversation about the arts
• Presenting effectively when speaking with others

Black 2002 significantly greater than 1998.
Italics Red 1998 significantly greater than 2002
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Impact of the Plan for the Class of 2000, No. of
Items with Significant Differences in Wake
Forest Student Responses, CSEQ Questionnaire 2002
Survey versus 1998 Survey
Computer Usage..2002 wins 6-2 Information
Fluency....2002 wins 5-1 Integration of
Knowledge..2002 wins 3-0 Specific Knowledge
Skills.2002 wins 6-1 Interpersonal
Communication..2002 wins 8-0 Co-Curricular
Participation...2002 wins 5-0 Source Wake
Forest University Institutional Research
Office. http//www.wfu.edu/administration/ir/docs/
CSEQComparison2002.pdf
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Research Results

• University of Central Florida---
• Hybrid courses win! (the 80-20 rule)
• 18,844 students at 71 American Universities---
• More good practices for wired students!
• http//epaa.asu.edu/epaa/v9n49.html
• 150 professors at 50 Research Universities---
• Interaction, Collaboration, Debate, Custom,
  Adjuncts!
• Virginia Polytechnic University---
• Calculus failure rate cut by 44!

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What about the future?

• 1. Early results from the research
• 2. The Highest Benefit/Cost Uses
• 3. Education Trends Extended

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Low Hanging Fruitwithin the constraints of time
money

1. URLs
2. Email
3. Course Management System

Better 85 Some Use Vs 5 Heavy Use
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How is the computer changing teaching
learning?

• Collaboration Magnified! More exchange between
  professors and students.
• Learning Magnified! More interactive teaming
  and collaborative assignments.
• Relevance Magnified! More contact with off
  campus practitioners and constituencies.
• Community Magnified! More active members of
  more co-curricular organizations.

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The 21st Century Context

• Personal. Customized. Interactive.
• Gold Standard Hybrid (80-20 20-80)
• On Line Only for New Buyers Over-Served
• Student-Centered Curriculum
• Houses instead of Disciplines
• Loose-leaf Collections of Course Components,
  instead of Textbooks
• Collaborative Teaching
• Teams of Professionals to Support Learning
• Engaged Learning

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Comments and Questions
Lets Talk!
Also, on your index card, please write to me your
own observation about the future of teaching and
learning. Also, share a comment or question.
Record your email address, if youd like a
response.
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David G. BrownWake Forest UniversityWinston-Sale
m, NC 27109, 336-758-4878email
brown_at_wfu.eduhttp//www.wfu.edu/brownfax
336-758-5012
Wake Forest University, 2003